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Stage 1 - Maths - Measurement - Volume and Capacity

Term
Outcome: MS1.3 Estimates, measures, compares and records volumes and capacities using informal units

Week
Key Ideas: Use appropriate informal units to estimate and measure volume and capacity Compare and order the capacities of two or more containers and the volumes of two or more models or objects Record measurements by referring to the number and type of informal units used

WORKING MATHEMATICALLY OUTCOME/S Questioning Asks questions that could be explored using mathematics in relation to Stage 1 content Applying Strategies Selects and uses appropriate mental or written strategies, or technology to solve a given problem Communicating Uses some mathematical terminology to describe or represent mathematical ideas Reasoning Checks the accuracy of a statement and explains the reasoning used Reflecting Links mathematical ideas and makes connections with existing knowledge and understanding in relation to Stage 1 content. Knowledge and Skills Students learn about: - estimating volume or capacity using appropriate informal units - measuring the capacity of a container by counting the number of times a smaller container can be filled and emptied into the container - filling the container with informal units (eg cubes) and counting the number of units used - comparing and ordering the capacities of two or more containers by filling one container and pouring the contents
into another - pouring the contents of each of two containers into a

Working Mathematically Students learn to - explain a strategy used for estimating capacity or volume (Communicating) - select an appropriate informal unit to measure and compare the capacities of two containers eg using cups rather than teaspoons to fill a bucket (Applying Strategies) - explain that if a smaller unit is used then more units are needed to measure eg more cups than ice cream containers are needed to fill a bucket (Communicating, Reasoning) - solve simple everyday problems using problem-solving strategies including trial and error (Applying Strategies) - devise and explain strategies for packing and counting units to fill a box eg packing in layers and ensuring there are no gaps between units (Communicating, Applying Strategies) - recognise that cubes pack and stack better than other shapes (Reflecting) - recognise that containers of different shapes may have the same capacity (Reflecting) - recognise that models with different appearances may have the same volume (Reflecting) - recognise that changing the shape of an object does not change the amount of water it displaces (Reflecting)

third container and marking each level measuring each container with informal units and comparing the number of units needed to fill each container

- calibrating a large container using informal units eg filling a bottle by adding cups of water and marking the new level as each cup is added

- packing cubic units (eg blocks) into rectangular containers so there are no gaps
- estimating the volume of a pile of material and checking by measuring - comparing and ordering the volumes of two or more models by counting the number of blocks used in each model - comparing and ordering the volumes of two or more objects by marking the change in water level when each is submerged

- recording volume or capacity by referring to the number and type of informal units used.

Week:

Learning Intention: To learn what volume is. Volume & Capacity To discuss mLs and Ls. Choose and use appropriate units for measuring volume and capacity. Compare and order volumes and capacities by filling or packing with identical units.

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Learning Intention: To test which container holds more volume. Comparing Volume Students compare and order the volumes of two or more containers by counting the number of blocks used in each model. Students estimate how many blocks can fit in each container and then check their answer. They then estimate how many cups of water can fill the containers and check their answer. Learning Intention: To check volume. Is it full? Students fill a container with marbles, peas or beads and discuss whether it is full or not full, and whether there are any spaces. Students discuss that some materials fill or pack without gaps. Students select an appropriate type of object and predict if it will fill a container without leaving spaces. They are then asked to explain why they think this is so.

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Learning Intention: To learn to fit more things into the same space. Dump or Pack? In small groups, students fill an ice cream container with plastic cubes by each of two methods: - picking up the cubes in handfuls and dumping them into the container - packing the cubes into the container by placing them neatly next to each other and building up the layers. Students record the number of cubes used for each method. Possible questions include: - which method of filling gives you more items? - what products do you buy at the supermarket that are packed/loosely bagged? - which shaped item gives you more product if it is packed?

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Learning Intention: To compare mass. Comparing mass (page 21) Lift each item in a set of 3 items to identify the heaviest/lightest.

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Use an equal arm balance and building blocks to estimate and measure the mass of various items, e.g. a glue stick, scissors and calculator. Compare estimates to actual measurements. Explain why we need measuring units.

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Learning Intention: To fill 3D objects to the top. Filling with Prisms and Spheres In small groups, students fill containers with rectangular prisms eg blocks, boxes and cubes. Students then fill containers with spheres eg marbles, golf balls and tennis balls. Students record the results for each material and discuss the difficulties they had in packing spheres. The teacher could suggest containers that would be suitable for packing spheres. Possible questions include: - how can you fill this box? What will you use? Why? - which shapes will pack and stack without leaving spaces?

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Learning Intention: To compare objects. Comparing Containers Students are given the same-sized sheet of thin cardboard and are asked to make a container that will hold rice. Students should be encouraged to create their own design. In small groups, students compare containers and explain how they were made. Possible questions include: - whose container will hold the most/least rice? - how could you work this out? Groups are then given a bag of rice to compare the capacity of each container and order them from holds the most to holds the least. Students repeat the activity with different filling material.

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Resources: macaroni, pasta, lunch boxes, marbles, cups of different sizes, cubes, boxes, ice cream containers, golf balls, tennis balls, Smarties,

Language: capacity, volume, contain, size, level, thin, thick, tall, short, deep, shallow, sink, float, round, curved, flat, straight, heavy, light,

chip packets, cereal boxes, packs of lollies, felt pens, interlocking cubes, jug, pan, rice, cardboard

least, most, exactly, wide, narrow, inside, under, below, above, even, level with, enough, not enough, holds more, holds less, packing, stacking, comparing, ordering, estimating, measuring, pouring, filling Assessment:

Links: Multiplication and Division Addition and Subtraction Data Evaluation:

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